Snowflakes Day Nursery & Montessori

What is it like to attend this early years setting?

Children behave exceptionally well while at the nursery. Staff support this by reinforcing the nursery's rules. They use positive phrases such as 'sharing is caring'. Children show that they are happy and confident at this nursery. They have a friendly nature. For example, older children confidently waved and said 'hello' when the inspector entered the playroom. Staff are caring towards children. They comfort younger children with a cuddle before naptime.

Throughout the nursery, there is a strong focus on children developing their independence. Staff encourage children to complete tasks for themselves. When joining in with an art activity, children squeeze paint from bottles into trays. Children show confidence when independently using tissues to clean up after water has been spilt. They show that they are proud of themselves when they have accomplished a task. This develops children's independence skills and allows them opportunities to enhance their self-esteem.

Children have a variety of opportunities to learn about different countries, people and cultures. They demonstrate this knowledge when they use the nursery's tablet to explore images of beaches in Kenya. They create their own beach images using paint, sand and shells. Children also spend time exploring ice and snow in the sensory tray. As they do this, staff speak to them about different countries with colder climates. This develops their understanding of the world.

What does the early years setting do well and what does it need to do better?

• Children have opportunities to develop their mathematical understanding. For example, staff count with children as they transfer pieces of fruit to their snack bowls. Older children have opportunities to explore mathematical concepts such as cutting a piece of fruit to create larger quantities.
• Leaders use different methods to evaluate the nursery. From this they identify areas of strength, as well as areas that they would like to improve on. This shows that leaders in the nursery are reflective.
• Overall, staff can identify where children currently are in their development and the next steps in their learning in most areas of the curriculum. Children have opportunities to use their gross motor skills. For example, children take part in dancing activities during circle time. Outdoors, children ride bikes and use the climbing frame. However, some staff are less confident when identifying next steps for children who have already developed some gross motor skills. This means that, on these occasions, they do not always plan specific learning opportunities to support children to develop their gross motor skills further.
• Story time is an enjoyable experience for children. Staff use different voices and gestures. Children engage well and listen to the story being read to them. This supports children to develop an interest in story sessions.
• Staff introduce children to a wide range of vocabulary. For example, staff use language such as 'cleaning agent' when using baking soda and salt to clean copper coins. This supports children to develop their language skills.
• Children have many opportunities throughout their time at the nursery to develop new and existing skills. However, on occasion, staff do not give children enough time to explore their learning, before moving on to the next learning intention, for example during an activity where children used different cleaning products to clean copper coins. Children remained interested in cleaning their coins but staff attempted to move them on from this and engage them in conversations, without giving them enough time to explore what they were doing. At times like this, children do not always consolidate their learning.
• The nursery is inclusive to all children. The special educational needs and disabilities coordinator (SENDCo) has a good knowledge of how to support children who may require extra support. Children have individual support plans and strategies have been identified to ensure that all children are supported to make good progress.
• Parents share positive views of the nursery. They explain how information is shared via an online platform, as well as regular conversations with staff.
• Leaders say that the setting is focused on developing children's social experiences. Children have plenty of opportunities to take part in activities in small and large groups. This gives them opportunities to develop and enhance their social skills.

What the setting must and should do next

The provider should:

• develop staff's knowledge on children's next steps for their physical development, particularly their gross motor skills
• ensure staff and leaders plan and implement activities to ensure that children have more opportunities to explore and consolidate focused learning intentions.